STUDENTS WHO ARE GIFTED AND TALENTED

Learning Objectives:

At the end of this module, the students shall be able to:

1. Discuss the nature of the human intellect as expounded by philosophers, psychologist and
educators through the centuries.
2. Discuss the concepts on brain development before and after birth.
3. Compare and contrast the various definitions of gifted and talented children.
4. Enumerate and discuss the characteristics of gifted and talented children.
5. Describe the assessment procedures, curricular programs, and instructional systems for gifted and
talented children.
Module 6: STUDENTS WHO ARE GIFTED AND TALENTED
Filipino Children and Youth

Great People of the 20th Century: Gifted and Talented All

In 1996, the editor of TIME, the weekly magazine, published a special edition that
featured the remarkable characters that influenced the forces and great events of the pas one
hundred year. Titled “Great People of the 20th Century” the book presents the biographies
and achievements of the most memorable and unforgettable individuals. As stated in the book,
the six sections “Brim with insight into the life and times of an unforgettable gallery of men
and women: the diplomats and the warriors, the scientist and the moguls, the explorers who
surprised us and the artist who moved us” These are:

•The Leaders- The Diplomats And Dictators Who Have Shaped The Destiny Of
Nation
American President Theodor Roosevelt, Woodrow Wilson, Franklin Delano
Roosevelt, Harry S. Truman, John F. Kennedy, Lyndon B. Johnson and Richard
Nixon; Russian Marxist Vladimir Lenin, and Joseph Stalin, Russian President
Mikhail Gorbachev, Chinese Communist Leader Mao Zedong, German Chancellor
Adolf Hitler, British Prime Minister Winston Churchill, French President Charles de
Gaulle.

•The Activists- The Men And Women Who Fought For Chance From Outside
The Traditional Hall Of Power

Indian peace advocate Mohandas Gandhi, South Africa President Nelson

Mandela, Israeli President David Ben-Gurion, Ayatollah Khomeini of Iran, German
Doctor Albert Schweitzer, the Dalai Lama of Tibet, Yugoslavian Mother Teresa,
American Educator John Dewey, Italian educator Maria Montessori, American
Margaret Sanger, American preacher Billy Graham, Pope John XXIII, Pope John
Paul II, Polish President Lech Walesa, and Philippine President Corazon C. Aquino.

•The Pioneers- The Men And Women Who Have Dared To Explore New Field
And Breakdown Barriers
 American pilot Charles Lindbergh who pioneered the first solo flight across the
Atlantic Ocean, American pilot Amelia Earhart, the First woman to fly the Atlantic
solo, American pilots Wilbur and Orville Wright, French Jacques Costeau who
explored the depths of the oceans, mountains climbers Edmund Hillary and Tenzing
Norkey, American Environmentalist Rachel Carson,
Viennese father of psychoanalysis Sigmund Freud, Swiss psychologist Carl
Gustav Jung, French philosopher Jean-Paul Sartre, American baseball player Jackie
Robinson.

•The Innovators- The Gifted Few Whose Visions Have Changed Our Lives

American Henry Ford, founder of Ford Motor Co., American Pilot Eddie
Rickenbacker, American Newspaper publisher William Randolph Hearst, American
Cartoon filmmaker Walt Disney, British Economist John Maynard Keynes, Russian
David Sarnoff, the father of mass media, American Ted Turner, Founder of Cable
News Network or CNN. American Computer genius and founder of Microsoft, Bill
Gates.

•The Scientist-Searchers Whose Work Has Revolutionized Human Society In

The Span Of Only 100 Years;

Albert Einstein who revolutionized modern physics with his work on the atomic
nature of matter, Polish scientist Marie Curie who discovered radium, Scott doctor
Alexander Fleming who discovered the antibiotic nature of penicillin British Francis
Crick and American James Watson who identified the double helix structure of the
deoxyribonucleic acid or DNA, American Dr. Jonas E. Salk who discovered polio
vaccine, American Chemist Linus Pauling for his work on chemical bond, British
mathematician and theoretical physicist Stephen Hawkins, wheelchair best-known
scientist in the World. American Astronomers Edwin Hubble who proposed the theory
of the expansion of the universe, Kenyan born paleoanthropologist Louis and Mary
Leaky who discovered bone fragments of apelike prehumen called homo habilis,
American anthropologist Margaret Mead.
•The Creators- The Artist Whose Work Has Shaped And Mirrored The
Century;

Spanish visual artist and painter Pablo Picasso, considered as the century’s most
significant artist who created the cubist style of art, German architect Mies
Van Der Rohe, American photographer Alfred Stieglitz, American painter
Georgia O’ Keefe, American novelist James Joyce, British novelist Virginia Woolf,
Irish play right George Bernard Shaw, British stage and film actor Laurence Olivier,
stage and film comedian Charlie Chaplin, Russian neoclassical choreographer George
Balanchine, Russian composer Igor Stravinsky, American jazz band leader Louis
Armstrong, American composer George Gershwin, American Rock and roll legend
Elvis Presley, British pop star’s band called the Beattles compost of bassist Paul
MacCartney, lead guitarist George Harrison, rhythm guitarist John Lennon and
drummer Ringo Star.

HUMAN INTELLIGENCE
The nature of human intellect has fascinated scholars and became the subject of debates,
studies and propositions as early a during the time of the Greek philosopher Plato & Aristotle.
When the field of psychology began to emerge in the 17 th & 18th centuries as a discipline
separate from philosophy, mathematicians and biology; individuals such as John Locke,
Charles Darwin, Francis Galton and Charcot continued to influence the study of
intelligence. A number of prominent European schools of Psychology flourished until the
early part of the 19th Century. Some American Psychologist studied in Europe and returned
home to established influential psychology programs in the United States. The study of
intelligence gained popularity and greatly influenced by the works of Wilhelm Wundt, James
McKeen Cattel. G.S. Hall and Herman Ebbinghaus.
The prominent psychologist of the 20 th Century were Edward L. Thorndike, Alred Binet,
Pearson, Charles Spearman, Goddard, Stern, Theodore Simon, Yerkes, LEwis Terman,
Hollingworth, Goodenough, Vigotsky and Jean Piaget.
In the latter part of 20th century, new statistical designs and modern experimental
strategies were developed that made psychological testing popular in most Western countries.
The theory of multiple intelligence began to appear, particularly in the work of Thurstoneand
Guilford. The prominent theorists were Burt, Thurstone, P. Cattel, Wechsler, Guilford,
Vernon, Hunt, Anna Anastasia, Thorndike, Inhelder, Taylor and Eysenack.
Current trends in intelligence theory and research involves the formative of more
complex multiple intelligence theories. Standardized tests to measure intelligence are used
only as one of the sources of data about mental ability. The fields of genetics and neurological
research methodologies on the measurements of intelligence has generated a number of factors
on intelligence. Other data are considered simultaneously in determining the intelligence level
of person. Data are derived form the environment, biological factors and psychological aspects
of the intellect. The prominent theorists in the present movement include R. Cattell, Carroll,
Jensen,
Kamin, Renzulli, Gardner, and Sternberg.

Theories and Definitions of Intelligence

1. The Binet- Simon Scale (1890’s)

The modern approach to understand the concept of intelligence began with the work of
Alfred Binet, a French Psychologist (1857-1911), and his colleague, Theodore Simon (1873-
1961). Binet was hired by the Paris school system to develop tests that would identify children
who were not learning and would not benefit form further education.
Together Binet and Simon developed and co-authored a test to roughly measure the
intellectual development of children between the ages of three to twelve. They wanted to find
to measure the ability of children to think and reason. Binet developed a test that asked
children to follow commands, copy patterns, name objects, and put things in order or arrange
them properly. From Binet’s work, the term intelligence quotient or IQ evolved. The IQ is the
ratio of mental age to chronological age with 100 as the average.

2. Spearman’s Two Factor Theory of Intelligence (1904)

Charles Spearman, a British Psychologist (1863-1945), advanced the two factor theory
of intelligence “g” and “s”. thus the performance of any intellectual act requires some
combination of “g” or general factor which is available to the same individual to the same
degree for all intellectual acts, and of “s” or specific factors which are specific to that act and
which varies in strength from one act to another.
The theory explains that if one knows how a person performs on one task that is highly
saturated with “g” one can safely predict on level of performance for another highly “g”
saturated task. Prediction of performance on tasks with high “s” factors is less accurate.

3. Terman’sStanford Binet Individual Intelligence Test (1906)

Lewis Madison Terman, an American cognitive psychologist (1877-1957), published a
revised and perfected Binet-Simon Scale for American populations in 1906 while he was at
Stanford University. In 1916 he adopted William Stern’s suggestion that the ratio between
mental and chronological age be taken as a unitary measure of intelligence multiplied by 100
to get rid of decimals . The resulting intelligence quotient became known as the IQ. The class
formula for the IQ is IQ= mental age divided by chronological age x 100. 4. Thorndike’s
Stimulus Response Theory (1920’s)
Edward L. Thorndike, an American psychologist (1874-1949) and his students used
objective measurements of intelligence on human subjects as early as 1903. During the 1920’s
he developed a multifactored test of intelligence that consisted of completion, arithmetic,
vocabulary and directions tests (CAVD). the logic behind the CAVD tests eventually became
the foundation of modern intelligence tests.
He drew three broad classes of intellectual functioning:
 Abstract intelligence- measured by standard intelligence tests
 Mechanical intelligence- the ability to visualize relationships among objects and
understand how the physical world works.
 Social intelligence- ability to function successfully in
interpersonal situations.
He proposed that abstract intelligence has four dimensions, namely:
 altitude or the complexity of difficulty of tasks one can perform,
 width or variety of task of a given difficulty,
 area which is function of width and altitude, and
 speed which is the number of task one can complete in a given time.

Thorndike is cited for his work on what he considered as the two most basic
intelligence's:
 trial error and
 stimulus response association.
His proposition stated that stimulus response connection that are repeated are
strengthened while those that are not used are weakened.

5. L.L Thurstone’S Multilple Factors Theory Of Intelligence (1938) .

Louis L. Thurstone was an America psychometrician (1887-1955) who studied

intelligence tests and tests of perception through factor analysis. His theory stated that
intelligence is made up of several specific factors his Multiple Factors Theory of Intelligence
rather than a general factor and several specific factors. His Multiple Factors Theory of
Intelligence identified the seven primary mental abilities as:
 verbal comprehension,
 word fluency,
 number facility,
  spatial visualization, associative memory, perceptual speed, and
Reasoning.

Thurstone was among the first to propose and demonstrate that there are numerous ways
in which a person can be intelligence. His multiple factors has been used in the development
of intelligence testes that yield a profile of the person’s in each of the seven primary mental
abilities.

6. Catell’S Theory On Fluid And Crystallized Intelligence.

Raymond B. Catell , a British-America psychologist (1905-1998), theorized that are two

types of intelligence:

 Fluid intelligence- is essentially nonverbal and relatively culture free. Fluid

intelligence involves adaptive and new learning capabilities, related to mental
operations and processes on capacity, decay, selection and storage of information.
This type of intelligence is more dependent on the physiological structures or parts
of the brain that are responsible for intellectual behaviour. It increase until
adolescence, then goes through brain’s physiological structures.

 Crystallized intelligence- develops through the exercise of fluid intelligence. It is

the product of the acquisition of knowledge and skills that are strongly dependent
upon exposure to culture. It is related to mental product and achievements and
highly influenced by formal and informal education factors throughout the life
span. Crystallized intelligence continues to increase through middle adulthood.
7. Gulford’S Theory On The Structure Of The Intellect (1967).

J.P. Guilford, and American psychologist , advanced a general theory of human

intelligence whose major application or use is for educational research, personnel selection
and placement and the education of gifted and talented children. The theory on the structure of
the intellect (SOI) advances that human intelligence is composed of 180 separate mental
abilities (the initial count was 120) that have been identified through factor analysis.
The mental abilities are composites of three separate dimension, namely: contests,
operations and products.

The four type of contents are:

 a. Figural or the properties of stimuli experienced through the senses visual, auditory,
olfactory, gustatory and kinesthetic, Examples are shapes and forms, sizes, colors,
sounds, temperatures, intensity, volumes;
b. Symbolic or letter numbers, symbols, designs;
c. Semantic or words and ideas; and
d. Behavioral or actions and expressions of thoughts and ideas.

The five kinds of operations are:

a. Cognition or the ability to gain, recognize and discover knowledge
b. Memory or the ability to retrain, store, retrieve and recall the contents of thoughts;
c. Divergent productions or the ability to produce a variety of ideas or solution to a
problems;
d. Convergent production or the ability to produce a single best solution to a problems;
and
e. Evaluations or the ability to render judgment and decide whether the intellectual
contest are correct or wrong, good or bad.

The six kinds of products are:

a. Units that come in single number, letter or word;
b. Classes or a higher order concept, for example, men and woman= people;
c. Relations or corrections between and among classes and concepts;
d. System or the system of ordering or classifications of relations;
e. Transformation or the process of altering or restricting of intellectual content; and
f. Implications or the process making inference from separate pieces of
information.

Guilford developed a wide variety of psychometric tests to measure the specific mental
abilities predicted by the theory. The test provided operational definitions of the mental
abilities proposed by the theory. The following examples illustrate three closely related
abilities that differ in terms of operations, content, and product:
1. Evaluation of semantic unit or EMU measured by the ideational fluency test in
which respondents are asked to make judgements about concepts, for example;
“which of the following objects best satisfies the criteria hard and round; an iron,
button, a tennis ball, or a light bulb?”
 2. Divergent production of semantic units or DMU would require the respondent
to list all the items he or she can think of that are hard and round.
3. Divergent production of symbol units or DPU involves a different content
category, for example: List all the words that end in tion.

8. Sternberg’S Triachic Theory Of Intelligence (1982)

Robert Sternberg of Yale University theorized that intelligence is a fixed capacity of a

person. Hence, with higher intellectual capabilities, as in the case with children and youth who
are gifted and talented.
The Triarchic theory of intelligence seeks to explain in an integrative way the
relationship between:
1. Intellectual and Internal world of the individual, or the mental mechanisms
that underlie intelligent behaviour.
2. Intelligence and external world of the individual, or the use of these mental
mechanisms in everyday life in order to attain an intelligent fit to the
environment,
3. Intelligence and experience, or the mediating role of one’s passage through life
between the internal and external individual.
Sternberg call his theory triarchic because intelligence has three main parts or
dimensions:
a contextual part, an
experimental part, and a
componential part.

Contextual Intelligence- emphasizes intelligence in its sociocultural context, thus,

intelligence for a child requires adaptive behaviour (children’s basic cognitive skills according
to Gesell) that is not required of an older person. Similarly, it may be stated that intelligence
for a Filipino child, especially those who are deprived of the basic needs, requires adaptive
behavior that is not required of an American child.

Experiental Intelligence- emphasizes insight and the ability to formulate new ideas and
combine seemingly unrelated facts or information. Sternberg emphasizes the role of
experience. He says that the habitual, highly practiced ways of dealing with the environment
are true indicators of intelligence. Rather it is the way a person responds to an event that is
new, novel and even unexpected that shows how smart he or she is.
Componential Intelligence- emphasizes the effectiveness of information processing.
Sternberg defines component as the underlying cognitive mechanism that carry out the
adaptive behavior to novel situations. The cognitive mechanisms are equivalent to the skills,
knowledge and competencies that a person would have acquired mainly through education
and experience.
There are two kinds of components:
 Performance Components - are used in the actual execution of the tasks. They
include encoding, comparing, chunking, and triggering actions and speech.
 Metacomponents- are the higher order executive processes used in planning,
monitoring, and evaluating one’s working memory program.
Sternberg has identified six significant metacomponents:
a. Recognition of what has to be done. Understanding the task at hand;
b. Selecting performance components and encoding important features of tasks;
c. Selecting an appropriate mental representation visually or verbally;
d. Organizing performance components by formulating plans for organizing and
sequencing the steps or procedures in the process;
e. Deciding how to allocate attention and resources; and
f. Monitoring one’s performance.

9. Gardner’s Theory of Multiple Intelligence (1983)

Howard Gardner is a psychologist and professor at Harvard University Graduate
School of Education and Director of Project Zero. He developed his breakthrough theory of
multiple intelligence or MI. He did a massive synthesis of a lot of research including brain
research, evolutionary research and genetic research. He did brain research on stroke victims,
prodigies, people with autism and even “idiot”
“savants”

The Multiple Intelligence

The MI theory advances that in teaching anything, a parent or teacher can draw on a
child’s many intelligence's which are linguistic, logical-mathematics, bodilykinesthetic,
spatial, musical, interpersonal, intrapersonal and naturalist. The theory rejects the idea of
central intelligence, rather, it subscribes to “each his own learning style.” Gardner emphasizes
that MI is originally not an educational theory. It is a theory on how the mind is organized and
developed.
1. Linguistic Intelligence- is the ability to use language to excite, please, convince, stimulate
or convey information.
Indicators of logical-mathematical intelligence are manifested by person who:
 Ask a lot of questions, particularly “why” and “ what if” questions
 Have a good vocabulary, enjoy talking, can spell easily Pick-up new language
easily, bilingual, trilingual, etc.
 Enjoy playing with words, word games, word puzzles, rhymes
 Enjoy reading, love stories, jokes, riddles
 Like to write
 Can talk about language skills
Linguistic intelligence can be developed through the use of the following activities :
reading fiction and nonfiction, literary work, newspapers, magazines, reports, biographies,
bibliographies, the Internet ; engaging in storytelling, debates, plays, listening to audiotapes,
watching films; writing reports, stories, speeches.

Practitioners who have high linguistic intelligence include novelist, poets, journalist,
storytellers, actor, orators, comedians, politicians.

2. Logical-Mathematical Intelligence- is the ability to explore patterns, categories and

relationships by manipulating objects or symbols and to experiments in controlled, orderly
ways.
The indicators of logical-mathematical intelligence are manifested by person who:
 Want to know how things work.
 Are interested in “if…then” logic.
 Oriented towards rule-based activities Play with numbers , enjoy solving
problems Love to collect and classify object.

Logical- mathematical intelligence can be enhanced with the use of the following
activities; mazes, puzzles, outline, matrices, sequences, codes, pattern, logic, analogies,
timelines, equations, games, formulas, theorems, calculations, computations, syllogism,
probabilities.

Person who excel in the following in professions have high logical-mathematical

intelligence: mathematicians, scientists, computer engineers and programmers, doctor,
astronomers, inventors, accountant, lawyers, economists, detectives, trivia champions.
3. Bodily-Kinethetic Intelligence refers to the ability to use find and gross motor skills in
sports, the performing arts, or arts and craft production.
The indicators of this components of the multiple intelligence's are observed among
person who:
 Have a good sense of balance, good eye- hand coordination
 Have sense of rhythm , graceful in movements
  Communicate ideas through gestures, body movements and facial expression “read’”
body languages ,
 Have early ease in manipulating objects and toys.
 Solve problems through “doing”.
The following activities develop bodily kinaesthetic intelligence : role playing,
dramatization, skirts, mimes, body language, gesture, facial expressions , dancing, sports,
games, experiments, laboratory work. Persons who are successful in the following
professions have high bodily kinesthetic intelligence: ballet and folk dancers,
choreographers , sculptors, professional athletes, gymnasts, surgeons, calligraphers, jewelers,
watchmakers, carpenters, circus performers.

4. Spatial Intelligence- is the ability to perceive and mentally manipulate a form or object,
perceive and create tension, balance and composition in visual or spatial display. Some
indicators of this aspect of MI are manifested by person who:
 Like to draw, doodle, sketch.
 Have a keen eye for detail.
 Like to take things apart, like to build things.
 Have a good sense of relating parts to the whole.
 Enjoy puzzles, riddles
 Remember places by description or image, can interpret maps.
 Enjoy orienteering, mechanically adept.

Some of the activities that enhance spatial intelligence are: illustrations, construction,
maps, paintings, drawing, mosaics, sketches, cartoons, sculptures, storyboards, videotapes.
Person who are successful in the following professionals have high spatial intelligence: urban
planners, architects, engineers, surveyors, explorers, navigators, mechanics, curators, map,
designers, fashion designers, florists, interior, designers, visual artist, muralists,
photographers, movie directors, set designers, chess players, cartoonist.

5. Musical Intelligence- is the ability to enjoy, perform or compose a musical piece.

The indicators of musical intelligence are shown by person who :
 Have sensitivity to sound patterns, hum or move rhythmically.
Capture the essence of a beat and adjust movement patterns according to changes.
 Have good sense of pitch
 Hum tunes, can discriminates among sounds.
Play with sounds, remember tunes and sound patterns

Person who succeed in the following occupations have high musical intelligence :
composers, musicians, conductors, critics, opera artist, singes, rapper, instrument makers and
players, sounds recording artists.

6. Interpersonal intelligence- is the ability to understand and get along with other. The
indicators of this components of the multiple intelligence are observed in person who:
 Demonstrate empathy towards others, feel so much for others.
 Are sensitive to the feelings of others.
 Act as mediator or counsellor to others
 Relate well to peers adults alike, like to be with other people
 Are admired by peers, make friends easily
 Display skills of leadership
 Work cooperatively with others
 Enjoy cooperative and group activities.

The types of activities that will develop interpersonal intelligence include group project
and charts, communications, social interaction, dialogues, conversations, debates, arguments,
consensus building, group work on murals and mosaics, round robins, games, challenges and
sports.
People who succeed in the fields of endeavour have high interpersonal intelligence:
Teacher, Social workers. Doctor and nurses, anthropologist, counsellors, priests/ministers,
nuns, entrepreneurs, ombudsmen, managers, politician, salesperson, tour guides.

7. Intrapersonal Intelligence- is the ability to gain access to and understand one’s inner
feelings, dreams and ideas. The indicators of this element of multiple of intelligence are
evidenced by the people who:
Are goal-oriented, develop plans carefully
 Are aware of their strengths and weaknesses, confident of their own abilities and
accept their limitations
 Are self-regulating and self- directing, do not need to be told what to do
 Motivate themselves to engage’s in projects
 Work towards the achievement of one’s goals
  Express preferences for particular activities
 Communicate their feelings
 Engage in creative thinking, novel and original ideas Keep hobbies, productive
pursuits diaries.
The activities that will enhance interpersonal intelligence's include insight and intuition,
creative and critical thinking, goal setting, reflection and self-meditation, self-assessment,
affirmation, keeping journals , logs and reflectionnaires. “I” statements, discussion,
interpretation and creative expression of values, philosophical thoughts and ideas, quotations.
8. Naturalist Intelligence- is the most recent addition to the original list of seven multiple
intelligence. Naturalist intelligence refers to the person;s ability to identify and classify
patterns in nature. A person uses his or her naturalist intelligence inthe ways he or she
relates to the environment. A person who has naturalist intelligence abilities is likely to be
sensitive to changes in flora and fauna, weather patterns and similar environmental factors.
 Assessment of Gifted and Talented Children

Similar to the screening and location and identification and assessment of exceptional
children, the following processes are employed:
1. Pre-referral intervention- exceptional children are identified as early as
possible. Teachers are asked to nominate students who may possess the characteristics of
giftedness and talent through the use of a Teacher Nomination Form.
2. Multifactored Evaluation- information are gathered from a variety of sources
using the following materials:
 Group and individual intelligence tests
 Performance in the school-based achievement tests
 Permanent records, performance in previous grades, awards received
 Portfolios of student work
 Parent, peer, self-nomination

Differentiated Curriculum and Instructional Systems

A differentiated curriculum that is modified in depth and pace is used in special

education program for gifted and talented students. Curriculum compacting is the method
of modifying the regular curriculum for certain grade levels by compressing the content and
skills that high ability students are capable of learning in a shorter period of time.
Enrichment of the regular curriculum allows the students to study the content at a greater
depth both in the horizontal and vertical directions employing higher order thinking skills.
The differentiated curriculum goes beyond the so-called “basic learning competencies” or
BLC and allows the students access to advanced topics of interest to them. Meanwhile,
acceleration modifies the pace or length of
time at which the students gain the skills and competencies in the regular curriculum to
accommodate the enrichment process.
Horizontal enrichment adds more content and increases the learning areas not found in
the regular curriculum for the grade level. The students go beyond the grade requirements and
move on to study the subjects in the higher grades.
Vertical enrichment allows the students to engage in independent study,
experimentation and investigation of topics that interest them. Social studies and
“Makabayan” subjects lend themselves well to vertical enrichment activities that will give the
high-ability students opportunities to share their ideas in solving related problems at home,
the school and the community.
 Most of the special education classes in the different regions of the country utilized the
self-contained class. High ability students are enrolled in a special class that is taught by a
trained special education teacher. Mainstreaming activities are arranged so that the students
can socialize with their peers , share their knowledge and assist in peer mentoring the slow
learners.

Source: “Gifted and Talented Students at Risk,” by K. Seeley, 2004, Focus on Exceptional
Children, 37 (4), pp. 1–9; and Center for Comprehensive School Reform and Improvement.
(2008). Gifted and talented students at risk for underachievement [Issue Brief]. Washington,
DC: Author.

References:
Inciong, T.G. Quijano, Y.S. , Capulong, Y.T. (2020). Introduction to Special Education. A
Textbook for College Students-First Edition
*Friend, M and Bursuck W.D. (2012). Including Students with Special Needs. A Practical
Guide for Classroom Teachers- Sixth Edition
*Farell, M. Wiley-Blackwel (2009): Foundations of Special Education An Introduction

*Books/Reading Materials were uploaded in our Google Classroom with class code ypyjw7f
for your ready reference.

For any questions, concerns and any further information, please do not hesitate to contact me
by email (imeetalaue14@gmail.com), facebook messenger or by posting comment in the
stream of our Google Classroom. Thank you!
Mrs. T.